The present qualitative study investigates the practical knowledge of primary school exemplary teachers in an educational reform context. Data were collected through detailed classroom observations and notes, checklists, shadowing the teachers, along with semi-structured and stimulated recall interviews. The findings suggested that the participants possessed eight categories of practical knowledge: subject-matter, pedagogical, learners, classroom management, learning environment, curriculum, school environment, and self. Moreover, a conceptual model was developed couching in the content of teachers' practical knowledge in terms of content-centered versus learning-centered orientations. The findings have significant implication to link theory and practice in the teacher education and development programs.
